Prayer Lists by Division and Grade Proposed 2009-2010 T’fillah is central to Rodeph Sholom School where we strive to produce graduates who can enter any shul in the world and feel comfortable not only reading prayers in the siddur, but also in their identity as Reform Jews. Students have acquired a high level of cultural literacy and a profound understanding of prayer. They understand prayers’ literal content in Hebrew and are equipped to engage with prayer on an intellectual and spiritual basis. Students learn Hebrew primarily through the context of prayer, Torah, and Tanach, and they acquire language skills and grammar to necessary to understand Modern Hebrew as well. Students also learn the origin of the prayers and the structure of the liturgy. They participate in and lead a variety of services including KabbalatShabbat and T’fillah. To participate fully in these services, students first arrive at an organic understanding of the services and the prayers within them. We hope that they ultimately become RSS graduates who are literate in the prayers of the Reform movement, in its ethical practices, and in its spiritual underpinnings. This draft is a second rendering of items related to the t’fillah strand and is a working document. The prayers are introduced in categories that lend themselves to teaching a concept (e.g. Shabbat) and certainly any of a number of prayers may fit under that category. Some specific prayers are listed per level to provide a scope and sequence that the school may build upon. It goes without saying that the curriculum goes far beyond this and involves the teachers and students who will help develop it. Thus, some things might seem missing or misplaced, or mistakes may still exist. Please flag these so we can talk about them.
Prayer Curriculum 2009-2010
Grade
Prayer Category
Theme
Prayer
Student Standards
Students’ Roles in Shabbat
Prayer at Home. What are the elements of Shabbat?
Prayers related to prayer and Shabbat at home
2s, 3s
Chagim / Holiday Observances
Exposure to prayers and songs
Students will be able to: Participate in Shabbat and holiday celebrations Ask questions about prayer Make personal connections to prayer Engage prayer through age-appropriate play
Participation
Pre-K
Early Torah Stories
Prayers related to Shabbat including: Shema Shabbat blessings Morning prayer—part of class routines--including: Modeh Ani
Students will be able to: Participate and ask questions in Shabbat and during ceremonial observances of holidays Explain general concepts of Shabbat Explain general concepts and themes of each holiday and observance Identify and explain the use of basic ritual objects studied during the year Ask questions about prayer Engage prayer in a kinesthetic manner Make personal connections to prayer Make comparisons related to prayer Make independent, informed choices about prayer
Participation
Grade
Prayer Category
Theme
Prayer
Student Standards
Students’ Roles in Shabbat
Prayer at Home. What are the elements of Shabbat?
Prayers related to prayer and Shabbat at home
K
Gemilut Hasidim
Prayers related to Shabbat including: Barchu Shema Home/Classroom prayers for young children including: Shehechyanu Oseh Shalom Sim Shalom Birkat HaMazon (1st paragraph)
Students will be able to: Identify the structure of Shabbat including Havdalah Explain general concepts of Shabbat Explain general concepts and themes of each holiday and observance Identify and explain the use of ritual objects studied during the year Identify key features of synagogue Recite brachot (blessings) for different foods served during snack Participate in recitation of first paragraph of Birkat Hamazon (Grace after Meals) Ask questions about prayer Engage prayer in a kinesthetic manner Make personal connections to prayer Make comparisons related to prayer Make independent, informed choices about prayer
Learning how to ask questions
Grade
Prayer Category
Theme
Prayer
Student Standards
Students’ Roles in Shabbat
Prayer at Home. What are the elements of Shabbat?
Prayers related to Kabbalat Shabbat, Sabbath and weekday Shabbat, holidays, life cycle events
1
Derech Eretz
Prayers related to Kabbalat Shabbat, Sabbath and weekday Shabbat, holidays, life cycle events Mi Chamocha Ma Tovu Text associated with holidays including: Selections from a machzor, haggadah, megila…
Students will be able to: Explain general concepts of Shabbat Read prayer from printed text Recognize the structure of blessings Explain the general concepts of prayers learned so far Identify and recite brachot (blessings) for different foods Participate in recitation of Birkat Hamazon (Grace after Meals) Participate in Kabbalat Shabbat services Recite Channukah blessing independently Identify special liturgical texts including: a machzor, a haggadah , and megillot Ask questions about prayer Engage prayer in a kinesthetic manner Make personal connections to prayer Make comparisons related to prayer Make independent, informed choices about prayer
Learning how to ask questions
Grade
Prayer Category
Theme
Prayer
Student Standards
Students’ Roles in Shabbat
How do we pray? In what ways do we celebrate Shabbat?
Prayers related to Kabbalat Shabbat, Sabbath and weekday Shabbat, holidays, life cycle events
2
Torah
Blessings Eilu Devarim Shalom Aleichem Prayers said at Shabbat including: Shema
Students will be able to: Participate comfortably in all prayers during T'fillah Explain general concepts of Shabbat Demonstrate competency in specified prayers Explain the general concepts of prayers learned so far Recognize the structure of blessings Identify and recite brachot (blessings) for different foods Participate in recitation of Birkat Hamazon (Grace after Meals) Read prayer from printed text Explain how Sabbath services differ from weekday services Participate in Kabbalat Shabbat services Give blessing response speeches during Kabbalat Shabbat services Explain the purpose of a siddur Explain the customs for showing respect to a siddur, synagogue, and Torah scroll Ask questions about prayer Engage prayer in a kinesthetic manner Make personal connections to prayer Make comparisons related to prayer Make independent, informed choices about prayer
Reflection on blessings
Grade
Prayer Category
Theme
Prayer
Student Standards
Students’ Roles in Shabbat
How do we pray? In what ways do we celebrate Shabbat?
Prayers related to Kabbalat Shabbat, Sabbath and weekday Shabbat, holidays, life cycle events
3
Israel
Prayers related to Israel including: Misheberach B’tzeit YisraelMitzrayim Prayer for the State of Israel Additional Shabbat prayers including: L’Chah Dodi Shalom Rav
Students will be able to: Demonstrate competency in specified prayers Explain the general concepts of prayers learned so far Identify Hebrew roots in prayers Identify vocabulary words derived from Hebrew roots in prayers Read prayers aloud in Hebrew, from a Hebrew text Identify the three kinds of weekday (Shacharit, Mincha, Ma’ariv) services Explain how Sabbath services differ from weekday services Participate in Kabbalat Shabbat services Explain the structure of Kabbalat Shabbat services Give d’vrei torah during Kabbalat Shabbat services Relate prayer to their study of Israel Ask questions about prayer Engage prayer in a kinesthetic manner Make personal connections to prayer Make comparisons related to prayer Make independent, informed choices about prayer
Reflection on Rabbinic stories
Grade
Prayer Category
Theme
Prayer
Student Standards
Students’ Roles in Shabbat
Why do we pray? Why do we celebrate Shabbat?
A conceptual look at prayer
4
Covenant (God—the third in the triad of God, Torah, and Israel
Prayers integral to Shabbat including: V’Ahavta Shema Aleinu
Students will be able to: Demonstrate competency in specified prayers Explain the general concepts of prayers learned so far Identify major themes and key concepts in prayers Explain sources (Torah or rabbinical, e.g.) of prayers Identify Hebrew roots in prayers Form vocabulary words from Hebrew roots in prayers Read prayers aloud in Hebrew, from a Hebrew text Explain the general structure of Sabbath services Explain how Sabbath services differ from weekday services Participate in and lead Kabbalat Shabbat services Explain the structure of Kabbalat Shabbat services Give a d’var t’fillah during Kabbalat Shabbat services Recognize additions to services including: The Neila-only on Yom Kippur Musaf-not observed by Reform congregations Understand the structure of a siddur (prayer book) Give the historical context of key prayers Explain how the structure of the Amidah differs for different services Ask questions about prayer Engage prayer in a kinesthetic manner Make personal connections to prayer Make comparisons related to prayer Make independent, informed choices about prayer
D’var T’fillah
Grade
Prayer Category
Theme
Prayer
Student Standards
Students’ Roles in Shabbat
Why do we pray? Why do we celebrate Shabbat?
A conceptual look at prayer
5
Holy Community
Shabbat prayers including: Yotzer Or Adon Olam Yigdal Kaddish In depth Shabbat unit Life Cycle blessings
Students will be able to: Demonstrate competency in specified prayers Identify major themes, key concepts, and imagery in prayers Explain sources (Torah or rabbinical, e.g.) of prayers Identify Hebrew roots in prayers Form vocabulary words from Hebrew roots in prayers Read prayers aloud in Hebrew, from a Hebrew text Explain the general structure of the three kinds of weekday (Shacharit, Mincha, Ma’ariv) services Explain the structure of Sabbath services Participate in and lead Kabbalat Shabbat services Explain the structure of Kabbalat Shabbat services Give a group d’var Torah during Kabbalat Shabbat services Explain the structure of a siddur (prayer book), Explain the purpose and structure of a machzor, haggadah, megilla, etc. Give the historical context of key prayers Relate prayers to the theme of building a holy community (kehilla kadosha) Ask questions about prayer Engage prayer in a kinesthetic manner Make personal connections to prayer Make comparisons related to prayer Make independent, informed choices about prayer
D’var Torah (group)
Grade
Prayer Category
Theme
Prayer
Student Standards
Students’ Roles in Shabbat
Why do we pray? Why do we celebrate Shabbat?
A conceptual look at prayer
6
Identity
Prayers for preparing to be a bar or bat mitzvah including Aliyah blessings Blessings for reading from the Haftarah Amidah (Structure of Shabbat form)
Students will be able to: Demonstrate competency in specified prayers Identify major themes, key concepts, and imagery in prayers Make connections between prayers and other texts, self, world… Read prayers critically and ask exploratory questions Explain sources (Torah or rabbinical, e.g.) of prayers Identify Hebrew roots in prayers Form vocabulary words from Hebrew roots in prayers Relate vocabulary words and words from Hebrew text to Hebrew roots found in prayers Read prayers aloud in Hebrew, from a Hebrew text Explain the structure of the three weekday (Shacharit, Mincha, Ma’ariv) services Explain the structure of Sabbath services Explain how the Amidah differs for different services Participate in and lead Kabbalat Shabbat services Explain the structure of Kabbalat Shabbat services Give a d’var Torah during Kabbalat Shabbat services Explain the structure of a siddur (prayer book), Explain the purpose and structure of a machzor, haggadah, megilla, etc. Give the historical context of key prayers Relate prayers to the theme of identity Ask questions about prayer Engage prayer in a kinesthetic manner Make personal connections to prayer Make comparisons related to prayer Make independent, informed choices about prayer
D’var Torah (individual)
Grade
Prayer Category
Theme
Prayer
Student Standards
Students’ Roles in Shabbat
Why do we pray? Why do we celebrate Shabbat?
A conceptual look at prayer
7
Crisis and Leadership; Metamorphosis
Preparing to be a bar or bat mitzvah-prayers including: Aliyah blessings Review of language and structure in prayers including: Selections from the megillot scrolls Song of Songs Ruth Lamentations Ecclesiastes Esther Interpretation, theology, context Review of Reform Judaism’s thoughts on the Amidah
Students will be able to: Demonstrate competency in specified prayers Explain the general concepts of prayers learned so far Identify major themes and key concepts in prayers Make connections between prayers and other text, self, world… Read prayers critically and ask exploratory questions Make informed choices based on thoughtfully derived logic and research Explain sources (Torah or rabbinical, e.g.) of prayers Explain how the historical context affected the prayer Place the prayer in the context of the development of Reform Judaism Identify and ponder concepts such as theology Read prayers aloud fluently in Hebrew, from a Hebrew text Explain and give examples of the relationship between Biblical and modern Hebrew Identify Hebrew roots in prayers and connect them to modern Hebrew Form vocabulary words from Hebrew roots in prayers Relate vocabulary words and words from Hebrew text to Hebrew roots found in prayers Analyze the translation of Hebrew in a Tanach and critique it Explain the structure of Sabbath services Explain the structure of Sabbath services with bar and/or bat mitzvahs Explain how the Amidah differs for different services Participate in and lead Kabbalat Shabbat services Give a This I Believe speech during Kabbalat Shabbat services Explain the purpose and structure of a machzor, haggadah, megilla, etc. Relate prayers to the themes of change and leadership Ask questions about prayer Engage prayer in a kinesthetic manner Make personal connections to prayer Make comparisons related to prayer Make independent, informed choices about prayer
This I Believe Reflection
Grade
Prayer Category
Theme
Prayer
Student Standards
Students’ Roles in Shabbat
Why do we pray? Why do we celebrate Shabbat?
A conceptual look at prayer
8
Justice, Tikkun Olam and Israel
Prayers related to the 8th grade trip to Israel may include: Aliyah blessings Sim Shalom Havdalah ritual during Shabbat in Israel Prayer for soldiers Prayer for our country Prayer for Israel Prayer for America T’fillat haDerech Benching Gomel
Students will be able to: Demonstrate competency in specified prayers Explain the concepts of prayers learned at RSS Identify major themes and key concepts in prayers Make connections between prayers and other texts, self, world… Read prayers critically and ask exploratory questions Make informed choices based on thoughtfully derived logic and research Explain sources (Torah or rabbinical, e.g.) of prayers Explain how the historical context affected the prayer Place the prayer in the context of the development of Reform Judaism Read prayers aloud fluently in Hebrew, from a Hebrew text Explain and give examples of the relationship between Biblical and modern Hebrew Identify Hebrew roots in prayers and connect them to Modern Hebrew Form vocabulary words from Hebrew roots in prayers Relate vocabulary words and words from Hebrew text to Hebrew roots found in prayers Analyze the translation of Hebrew in a Tanach and critique it Explain the structure of Sabbath services Explain the structure of Sabbath services with bar and/or bat mitzvahs Explain how the Amidah differs for different services Participate in and lead Kabbalat Shabbat services Give a Senior Reflection speech during Kabbalat Shabbat services Explain the purpose and structure of a machzor, haggadah, megilla, etc. Relate prayers to the themes of Israel and tikkun olam Ask questions about prayer Engage prayer in a kinesthetic manner Make personal connections to prayer Make comparisons related to prayer Make independent, informed choices about prayer
T’fillah is central to Rodeph Sholom School where we strive to produce graduates who can enter any shul in the world and feel comfortable not only reading prayers in the siddur, but also in their identity as Reform Jews. Students have acquired a high level of cultural literacy and a profound understanding of prayer. They understand prayers’ literal content in Hebrew and are equipped to engage with prayer on an intellectual and spiritual basis. Students learn Hebrew primarily through the context of prayer, Torah, and Tanach, and they acquire language skills and grammar to necessary to understand Modern Hebrew as well. Students also learn the origin of the prayers and the structure of the liturgy. They participate in and lead a variety of services including Kabbalat Shabbat and T’fillah. To participate fully in these services, students first arrive at an organic understanding of the services and the prayers within them. We hope that they ultimately become RSS graduates who are literate in the prayers of the Reform movement, in its ethical practices, and in its spiritual underpinnings.
This draft is a second rendering of items related to the t’fillah strand and is a working document. The prayers are introduced in categories that lend themselves to teaching a concept (e.g. Shabbat) and certainly any of a number of prayers may fit under that category. Some specific prayers are listed per level to provide a scope and sequence that the school may build upon. It goes without saying that the curriculum goes far beyond this and involves the teachers and students who will help develop it. Thus, some things might seem missing or misplaced, or mistakes may still exist. Please flag these so we can talk about them.
Prayer Curriculum 2009-2010
Participate in Shabbat and holiday celebrations
Ask questions about prayer
Make personal connections to prayer
Engage prayer through age-appropriate play
Shema
Shabbat blessings
Morning prayer—part of class routines--including:
Modeh Ani
Participate and ask questions in Shabbat and during ceremonial observances of holidays
Explain general concepts of Shabbat
Explain general concepts and themes of each holiday and observance
Identify and explain the use of basic ritual objects studied during the year
Ask questions about prayer
Engage prayer in a kinesthetic manner
Make personal connections to prayer
Make comparisons related to prayer
Make independent, informed choices about prayer
Barchu
Shema
Home/Classroom prayers for young children including:
Shehechyanu
Oseh Shalom
Sim Shalom
Birkat HaMazon (1st paragraph)
Identify the structure of Shabbat including Havdalah
Explain general concepts of Shabbat
Explain general concepts and themes of each holiday and observance
Identify and explain the use of ritual objects studied during the year
Identify key features of synagogue
Recite brachot (blessings) for different foods served during snack
Participate in recitation of first paragraph of Birkat Hamazon (Grace after Meals)
Ask questions about prayer
Engage prayer in a kinesthetic manner
Make personal connections to prayer
Make comparisons related to prayer
Make independent, informed choices about prayer
Mi Chamocha
Ma Tovu
Text associated with holidays including: Selections from a machzor, haggadah, megila…
Explain general concepts of Shabbat
Read prayer from printed text
Recognize the structure of blessings
Explain the general concepts of prayers learned so far
Identify and recite brachot (blessings) for different foods
Participate in recitation of Birkat Hamazon (Grace after Meals)
Participate in Kabbalat Shabbat services
Recite Channukah blessing independently
Identify special liturgical texts including: a machzor, a haggadah , and megillot
Ask questions about prayer
Engage prayer in a kinesthetic manner
Make personal connections to prayer
Make comparisons related to prayer
Make independent, informed choices about prayer
Eilu Devarim
Shalom Aleichem
Prayers said at Shabbat including:
Shema
Participate comfortably in all prayers during T'fillah
Explain general concepts of Shabbat
Demonstrate competency in specified prayers
Explain the general concepts of prayers learned so far
Recognize the structure of blessings
Identify and recite brachot (blessings) for different foods
Participate in recitation of Birkat Hamazon (Grace after Meals)
Read prayer from printed text
Explain how Sabbath services differ from weekday services
Participate in Kabbalat Shabbat services
Give blessing response speeches during Kabbalat Shabbat services
Explain the purpose of a siddur
Explain the customs for showing respect to a siddur, synagogue, and Torah scroll
Ask questions about prayer
Engage prayer in a kinesthetic manner
Make personal connections to prayer
Make comparisons related to prayer
Make independent, informed choices about prayer
Misheberach
B’tzeit Yisrael Mitzrayim
Prayer for the State of Israel
Additional Shabbat prayers including:
L’Chah Dodi
Shalom Rav
Demonstrate competency in specified prayers
Explain the general concepts of prayers learned so far
Identify Hebrew roots in prayers
Identify vocabulary words derived from Hebrew roots in prayers
Read prayers aloud in Hebrew, from a Hebrew text
Identify the three kinds of weekday (Shacharit, Mincha, Ma’ariv) services
Explain how Sabbath services differ from weekday services
Participate in Kabbalat Shabbat services
Explain the structure of Kabbalat Shabbat services
Give d’vrei torah during Kabbalat Shabbat services
Relate prayer to their study of Israel
Ask questions about prayer
Engage prayer in a kinesthetic manner
Make personal connections to prayer
Make comparisons related to prayer
Make independent, informed choices about prayer
4
V’Ahavta
Shema
Aleinu
Demonstrate competency in specified prayers
Explain the general concepts of prayers learned so far
Identify major themes and key concepts in prayers
Explain sources (Torah or rabbinical, e.g.) of prayers
Identify Hebrew roots in prayers
Form vocabulary words from Hebrew roots in prayers
Read prayers aloud in Hebrew, from a Hebrew text
Explain the general structure of Sabbath services
Explain how Sabbath services differ from weekday services
Participate in and lead Kabbalat Shabbat services
Explain the structure of Kabbalat Shabbat services
Give a d’var t’fillah during Kabbalat Shabbat services
Recognize additions to services including:
The Neila-only on Yom Kippur
Musaf-not observed by Reform congregations
Understand the structure of a siddur (prayer book)
Give the historical context of key prayers
Explain how the structure of the Amidah differs for different services
Ask questions about prayer
Engage prayer in a kinesthetic manner
Make personal connections to prayer
Make comparisons related to prayer
Make independent, informed choices about prayer
Yotzer Or
Adon Olam
Yigdal
Kaddish
In depth Shabbat unit
Life Cycle blessings
Demonstrate competency in specified prayers
Identify major themes, key concepts, and imagery in prayers
Explain sources (Torah or rabbinical, e.g.) of prayers
Identify Hebrew roots in prayers
Form vocabulary words from Hebrew roots in prayers
Read prayers aloud in Hebrew, from a Hebrew text
Explain the general structure of the three kinds of weekday (Shacharit, Mincha, Ma’ariv) services
Explain the structure of Sabbath services
Participate in and lead Kabbalat Shabbat services
Explain the structure of Kabbalat Shabbat services
Give a group d’var Torah during Kabbalat Shabbat services
Explain the structure of a siddur (prayer book),
Explain the purpose and structure of a machzor, haggadah, megilla, etc.
Give the historical context of key prayers
Relate prayers to the theme of building a holy community (kehilla kadosha)
Ask questions about prayer
Engage prayer in a kinesthetic manner
Make personal connections to prayer
Make comparisons related to prayer
Make independent, informed choices about prayer
Grade
Aliyah blessings
Blessings for reading from the Haftarah
Amidah (Structure of Shabbat form)
Demonstrate competency in specified prayers
Identify major themes, key concepts, and imagery in prayers
Make connections between prayers and other texts, self, world…
Read prayers critically and ask exploratory questions
Explain sources (Torah or rabbinical, e.g.) of prayers
Identify Hebrew roots in prayers
Form vocabulary words from Hebrew roots in prayers
Relate vocabulary words and words from Hebrew text to Hebrew roots found in prayers
Read prayers aloud in Hebrew, from a Hebrew text
Explain the structure of the three weekday (Shacharit, Mincha, Ma’ariv) services
Explain the structure of Sabbath services
Explain how the Amidah differs for different services
Participate in and lead Kabbalat Shabbat services
Explain the structure of Kabbalat Shabbat services
Give a d’var Torah during Kabbalat Shabbat services
Explain the structure of a siddur (prayer book),
Explain the purpose and structure of a machzor, haggadah, megilla, etc.
Give the historical context of key prayers
Relate prayers to the theme of identity
Ask questions about prayer
Engage prayer in a kinesthetic manner
Make personal connections to prayer
Make comparisons related to prayer
Make independent, informed choices about prayer
Aliyah blessings
Review of language and structure in prayers including:
Selections from the megillot scrolls
Song of Songs
Ruth
Lamentations
Ecclesiastes
Esther
Interpretation, theology, context
Review of Reform Judaism’s thoughts on the Amidah
Demonstrate competency in specified prayers
Explain the general concepts of prayers learned so far
Identify major themes and key concepts in prayers
Make connections between prayers and other text, self, world…
Read prayers critically and ask exploratory questions
Make informed choices based on thoughtfully derived logic and research
Explain sources (Torah or rabbinical, e.g.) of prayers
Explain how the historical context affected the prayer
Place the prayer in the context of the development of Reform Judaism
Identify and ponder concepts such as theology
Read prayers aloud fluently in Hebrew, from a Hebrew text
Explain and give examples of the relationship between Biblical and modern Hebrew
Identify Hebrew roots in prayers and connect them to modern Hebrew
Form vocabulary words from Hebrew roots in prayers
Relate vocabulary words and words from Hebrew text to Hebrew roots found in prayers
Analyze the translation of Hebrew in a Tanach and critique it
Explain the structure of Sabbath services
Explain the structure of Sabbath services with bar and/or bat mitzvahs
Explain how the Amidah differs for different services
Participate in and lead Kabbalat Shabbat services
Give a This I Believe speech during Kabbalat Shabbat services
Explain the purpose and structure of a machzor, haggadah, megilla, etc.
Relate prayers to the themes of change and leadership
Ask questions about prayer
Engage prayer in a kinesthetic manner
Make personal connections to prayer
Make comparisons related to prayer
Make independent, informed choices about prayer
Aliyah blessings
Sim Shalom
Havdalah ritual during Shabbat in Israel
Prayer for soldiers
Prayer for our country
Prayer for Israel
Prayer for America
T’fillat haDerech
Benching Gomel
Demonstrate competency in specified prayers
Explain the concepts of prayers learned at RSS
Identify major themes and key concepts in prayers
Make connections between prayers and other texts, self, world…
Read prayers critically and ask exploratory questions
Make informed choices based on thoughtfully derived logic and research
Explain sources (Torah or rabbinical, e.g.) of prayers
Explain how the historical context affected the prayer
Place the prayer in the context of the development of Reform Judaism
Read prayers aloud fluently in Hebrew, from a Hebrew text
Explain and give examples of the relationship between Biblical and modern Hebrew
Identify Hebrew roots in prayers and connect them to Modern Hebrew
Form vocabulary words from Hebrew roots in prayers
Relate vocabulary words and words from Hebrew text to Hebrew roots found in prayers
Analyze the translation of Hebrew in a Tanach and critique it
Explain the structure of Sabbath services
Explain the structure of Sabbath services with bar and/or bat mitzvahs
Explain how the Amidah differs for different services
Participate in and lead Kabbalat Shabbat services
Give a Senior Reflection speech during Kabbalat Shabbat services
Explain the purpose and structure of a machzor, haggadah, megilla, etc.
Relate prayers to the themes of Israel and tikkun olam
Ask questions about prayer
Engage prayer in a kinesthetic manner
Make personal connections to prayer
Make comparisons related to prayer
Make independent, informed choices about prayer